Provisions in the above-described statutes and rules that are of special significance to school district administrators are addressed in this handbook with the following exceptions: those requirements which are currently being monitored by any divisions or units of the Arizona Department of Education, such as statutory or Board requirements relating to Special Education and Vocational Education; any requirement addressed in the Uniform System of Financial Records which is monitored by the Auditor General's Office; items of infrequent occurrence, such as statutes regarding changing district boundaries, forming new districts, subdivision of existing districts, annexation and consolidation of districts. State Board rules on school district procurement practices are not included, nor are Chapters 11 through 14 of Title 15 which pertain to the Arizona State School for the Deaf and Blind, colleges, universities, and related institutions.
The handbook should be used as a self-assessment instrument. The handbook is designed for use in Educational leadership classes as a part of the requirements for becoming a school administrator. The chief school administrator should utilize the work done by the intern and then appoint a local team to review the provisions of the handbook. Then the superintendent or chief administrator should report the results of the handbook to the local governing Board. This handbook and any other material or follow-up materials for the handbook should be kept on file for the next 2 years.The handbook is formed in compliance chapters that correspond to chapters in A.R.S. Title 15. Accurate determination of self-assessment can only come about through a systematic approach. The best method for such assessment is to have a team of individuals who can approach different sections of the handbook, seek compliance information in the policy manuals of the district, and then compare findings and results. The self-assessment process, to be effective, should generate a plan of action which will contain a description of any deficiencies found, a plan for moving forward, and the time lines for reaching compliance with the statute.
Chapter 3 covers Arizona Revised Statutes Chapter 3, Article 2 Organization Powers of School District Governing Boards, Article 3 Powers and Duties of School District Governing Boards, Article 3.1 Decentralization Process, and Article 4 Establishment of Special Services.
Ars†15-341 a. general powers and duties
In answering the following questions, refer to this academic year and the most recent full academic year. School District Governing Boards have specific powers and duties assigned to them by the state legislature. The duties are enumerated in 42 specific duties as part of ARS 15-341, General Powers and Duties. Administrators are responsible for carrying out many of these specific duties.
Does the Governing Board of the school district:
1. Prescribe and enforce rules for the governance of the schools, not inconsistent with law or rules prescribed by the State Board of Education?
